2-3 Packet 2multiplication and division (e.g., if 3 x 4 = 12 then 12 ÷ 3 = 4). MA 2.1.2 Operations: Students will demonstrate the meaning of addition and subtraction with whole numbers

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Grades 2-3 Remote Learning Packet 2

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International Consortium for Multilingual Excellence in Education

ICMEE is housed within:

April 29, 2020

Dear District/School Personnel: We are a consortium of researchers, teacher educators, and teachers who believe in and strive to foster multilingual excellence. Therefore, during this time of crisis and difficulty, we are eager to put our expertise and passions to use to try to be of assistance. With this letter, is an “Activity Packet” that can be used freely with any group of students or families. We designed these packets with three grade bands (K-1, 2-3, and 4-5) and English Language Development Levels 1 and 2 in mind. Our hope is that these materials can provide some meaningful learning supports to students and families who may not have access to online learning opportunities. However, we can also imagine a variety of ways that these packets can provide learning opportunities outside of our original intent and purpose. Please use these activity packets in any way you see fit for your students and families. We will be so pleased to learn of how they might be useful, particularly for your multilingual students and their families. We think it might be particularly helpful for you to print packets and mail them to families, but we also see opportunities to work with local agencies, leave printed-out packets for pick-ups at schools, etc. We designed these activities based around several big ideas: - Productive play and inquiry - Grade level and English Language Development standards/curriculum - Fostering multilingual language development - Providing opportunity for all four language domains (reading, writing, speaking and listening)

These packets are self-contained. Everything a child will need to be successful with the activities is provided in the packet. Students will only need a writing utensil. Additional tools like crayons or scissors can be used, but do not have to be. We also have included a letter to parents. We hope this will help parents understand what students will be doing with the packet and that we encourage the use of all language resources available to the student and family. The packets are in English for the students, but the students can write, talk and engage with family members regarding the packet activities in any language they would like. We have translated the parent letter into Spanish, Arabic, and Chinese. We encourage you to translate the included English letter into any other language you may need to communicate effectively with parents in your district. Designing Activity Packets is new initiative for us, though we have been designing professional learning opportunities (eWorkshops) for teachers of multilingual learners since 2011. Like our Activity Packets, those learning opportunities for teachers are free. To learn more about them and us, please visit our website at: https://cehs.unl.edu/icmee/. We will be offering free professional learning opportunities this summer for teachers to think forward about and prepare for the upcoming school year and its uncertainties in this COVID-19 era.

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Specifically we are designing four modules that will take ~3 hours each to complete across a one-week

timespan. The four topics of the four modules are: assessment, teaching and learning, classroom communities and working with families. Each of the four modules are being designed to help teachers think through what

they have learned and experienced during the COVID-19 crisis and how they can best plan and prepare for

future uncertainties while keeping health and wellness as well as great learning at the forefront of their practice.

The four modules will each be offered three times. Teachers can take more than one module at a time, or they

can spread their participation out across the three weeks they will be offered. The modules require

asynchronous work online and end with a culminating webinar on the Friday of the week offered. Certificates of

completion documenting 3 hours of professional learning will be available to all teachers who complete the

module and request the certificate. We recommend groups of teachers taking the modules together as

professional learning communities to foster strong reflection, learning and planning opportunities. Each of the

four modules will be offered during the following weeks:

- June 15th

- July 13th

- August 3rd

Please visit our website for more information on registration (should be available soon) and to see the other free

professional learning opportunities we offer for teachers.

We are eager to be a helpful, collaborative partner in all learning needs related to multilingual students and their

teachers, so please, do not hesitate to reach out to us with questions, ideas, concerns, feedback, etc. We are

available at [email protected].

Sincerely,

Kara Mitchell Viesca, PhD

Associate Professor of Language Education

University of Nebraska Lincoln

Teaching, Learning and Teacher Education

PI: International Consortium for Multilingual Excellence in Education

This Activity Packet was designed by:

Tianna Bankhead

Molly Heeren

Brandon Heinz

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The Standards that Informed the Development of this Packet are:

English Language Arts

LA.2.1.5 Vocabulary: Students will build and use conversational, academic, and content-specific gradelevel vocabulary.

-LA.2.1.5.c Acquire new academic and content-specific gradelevel vocabulary, relate to prior knowledge, and apply in new situations.

Math

MA 3.1.2 Operations: Students will demonstrate the meaning of multiplication and division with whole numbers and compute accurately.

• MA 3.1.2.c Use drawings, words, arrays, symbols, repeated addition, equal groups, and number lines to explain the meaning of multiplication.

• MA 3.1.2.e Multiply one digit whole numbers by multiples of 10 in the range of 10 to 90. • MA 3.1.2.f Use objects, drawings, arrays, words and symbols to explain the relationship between

multiplication and division (e.g., if 3 x 4 = 12 then 12 ÷ 3 = 4). MA 2.1.2 Operations: Students will demonstrate the meaning of addition and subtraction with whole numbers and compute accurately

• MA 2.1.2.d Add up to three two-digit numbers using strategies based on place value and understanding of properties.

• MA 2.1.2.f Use addition to find the total number of objects arranged in an array no larger than five rows and five columns and write an equation to express the total (e.g., 3 + 3 + 3 = 9).

Science

Social Studies

SS 2.3.4 Describe different groups of people and the different settings where they live.

- SS 2.3.4.a Describe cultures of the local community and other communities. For example: foods, languages, celebrations, religions, music, sports

P.E./Health

Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Students will demonstrate the ability to use decision-making skills to enhance health.

Art

FA 2.2.1.a Experiment and explore ideas and materials (glossary) (e.g., 2D, 3D).



April 22, 2020

Dear Parent or Guardian: During this global pandemic, we have created some learning materials that we hope will be helpful for your student to engage with. This Activity Packet was designed with your student in mind and is aligned with their grade level content. Each activity in this packet will help them continue with their schooling as well as continue to grow their multilingualism. We encourage you to talk to your student about what they are doing and let your student ask you about the topics they are engaging with. The packet is in English, but we encourage you and your student to speak and think together in any language you would like to. We strongly encourage you to use the language you feel most comfortable using with your student as supporting their learning in all the languages they know is helpful—even for their English! So, please encourage your student to do the work in the packet in any language they would like. We know that families are dealing with a lot of stress and uncertainty right now, so we encourage you to play the role you would like to play with your student and their Activity Packet based on what works best for you. We recommend reading the information below about the packet and activities in it and then discussing with your student how the packet works and how they can make their way through it. We believe that with that introduction, your student can do a lot, if not all, of the work themselves. However, if you are available to work more closely with your student (or for a sibling or other family member to), we encourage that as well. Please know, this is not intended to be something that adds stress and work to your family during this stressful time. We are hoping that this is a helpful resource so your student can continue learning important things while at home. We also tried to make the packets interesting and fun. We hope that your student will enjoy the packets and feel like they are doing productive play. We have integrated activities from all of the grade level content standards: English Language Arts, Mathematics, Social Studies, Science, Physical Education and Art. And we have written the packets and activities so a student at the early stages of English proficiency should be able to enjoy the packets and be successful without too much challenge. In this packet, we have included the following activities:

- Create a Buddy. This is the first activity in the packet and is intended to help your student have someone to talk to about the work they are doing in the packet. We have included images of potential “buddies” that your student can choose from. We suggest they choose a buddy and add features and color to the buddy however they would like. They should also name their buddy. Throughout the packet activities, your student will be told to talk to their buddy or even to ask their buddy questions. This buddy is so your student can work independently without needing your time and attention to be successful with the packet. But we also encourage your student to talk with you or other family members as they are available. Further, your student could pick a stuffed animal or doll or something else as their buddy. They don’t have to use one of the buddies we offer. But they should plan for who their buddy will be each time they work on the packet (one of our buddies, someone in your family/home, a doll they already have, etc.). This might be something they will need your help understanding.



- Dictionary. Each day we hope that your student will engage with words they find interesting and want to

keep track of. At the end of the packet are pages for your student to keep their own dictionary. We encourage students to use these pages to keep track of words they like or find interesting. We also encourage students to use any language they would like as well as pictures to help them remember what the words mean.

- Journal. Each day students have a short prompt that they can respond to. Students should be encouraged to write in any language (or combination of languages) that they feel most inclined to. They can also use pictures as appropriate. We hope these journal prompts will also be points of conversation for your student with their buddy.

- This week’s packet we focus on Spring cooking and baking. Spring is a time where there are many holidays and celebrations such as Ramadan, Easter, Holi, and many more. We encourage you to work with your students if you can and try some home cooking. The included activities make room for students to cook with you, draw a picture about the cooking experience and write about the experience. Remember, this packet is meant as a tool for fun learning and not frustration. We hope this packet gives you the opportunity to bring your family together.

We hope that these activities will enhance your child’s learning while they are currently unable to attend school. We also hope that they will give your child opportunities for productive play. If you have any questions or concerns about these packets, feel free to reach out to our project at [email protected] or by calling the Teaching, Learning and Teacher Education department at 402-472-2231. Sincerely, Kara Mitchell Viesca, PhD Associate Professor of Language Education University of Nebraska Lincoln Teaching, Learning and Teacher Education PI: International Consortium for Multilingual Excellence in Education



29 de abril de 2020 Estimados padres/madres o tutores legales: Durante esta pandemia global, hemos creado algunos materiales de aprendizaje que esperamos que sean útiles para su estudiante. Este paquete de actividades se diseñó teniendo en cuenta el nivel de su estudiante y está alineado con el contenido de su grado. Cada actividad en este paquete le ayudará a continuar con su escolarización, así como, seguir desarrollando su multilingüismo. Le animamos a que hable con su estudiante sobre las actividades que está realizando y deje que le haga preguntas sobre los temas que le interesan. Aunque, el paquete está en inglés, les proponemos a usted y a su estudiante que hablen y piensen juntos en el idioma que deseen. Le recomendamos encarecidamente que use con su estudiante el idioma con el que se sienta más cómodo, ya que, usar cualquiera de los idiomas que el estudiante conoce le ayudará en su aprendizaje -¡incluso para su inglés! Por lo tanto, anime a su estudiante a hacer las actividades del paquete en el idioma que desee. Sabemos que las familias están lidiando con mucho estrés e incertidumbre en este momento, por lo que, le recomendamos que adapte el paquete de actividades con su estudiante, acorde a lo que le funcione mejor a usted. Le recomendamos que lea la información que está a continuación sobre el paquete y las actividades que contiene y después, analice con su estudiante cómo funciona el paquete y cómo pueden abrirse paso a través de este. Creemos que, con la introducción que encontrará abajo, su estudiante podrá hacer muchas actividades, si no todas, por sí mismo. Sin embargo, si el estudiante tuviera la oportunidad de trabajar más estrechamente con usted (o un hermano u otro miembro de la familia), lo animamos a que trabajen juntos. Por favor, tenga en cuenta que este paquete no pretende ser algo que añada más estrés o una mayor carga de trabajo para su familia en estos momentos estresantes. Simplemente, esperamos que esto sea un recurso útil para que su estudiante pueda continuar su aprendizaje mientras esté en casa. Intentamos crear paquetes que fuesen interesantes y divertidos. Esperamos que su estudiante disfrute los paquetes y sienta que está haciendo algo productivo mientras juega. Hemos incluido actividades que forman parte del contenido de todos los estándares fundamentales de su grado: artes del lenguaje en inglés, matemáticas, estudios sociales, ciencias, educación física y arte. Además, hemos escrito los paquetes y las actividades, de manera que un estudiante cuyo dominio del inglés se encuentre aún en sus primeras etapas, pueda disfrutar de los mismos sin problemas y con éxito. En este paquete, hemos incluido las siguientes actividades:

• Crea un amigo. Esta es la primera actividad del paquete y está diseñada para ayudar a su estudiante a tener a alguien con quien hablar sobre el trabajo que está realizando. Hemos incluido imágenes de posibles "amigos" para que su estudiante elija. Sugerimos que elijan un amigo y le agregue diferentes colores y características, como quieran. Además, deberían ponerle un nombre a su amigo. A lo largo de las actividades del paquete, se le pedirá a su estudiante que hable con su amigo o incluso que le haga preguntas. Este amigo es para que su estudiante pueda trabajar de forma independiente, sin necesidad de su tiempo y atención, así puede completar el paquete sin tener que pedirle ayuda. No obstante, animamos a su estudiante a hablar con usted u otros miembros de la familia cuando estén disponibles. Incluso, su estudiante podría elegir como amigo a un peluche, una muñeca o algo más, no necesita usar



uno de los amigos que ofrecemos. Sin embargo, su estudiante debe pensar quién será su amigo cada vez que trabaje en el paquete (uno de nuestros amigos, alguien en su familia / hogar, una muñeca que ya tienen, etc.). La elección de su amigo podría ser algo en la que su estudiante pueda necesitar su ayuda.

-Diccionario- esperamos que cada día su estudiante encuentre palabras que le resulten interesantes y quiera recordar. Al final del paquete, hay varias páginas para que su estudiante cree su propio diccionario. Así que, le animamos a que las use para que su estudiante pueda llevar un seguimiento de todas las palabras que le gusten o le parezcan interesantes. Además, alentamos a su estudiante a que use el idioma que prefiera para escribir esas palabras y también, dibujos, así le será más fácil recordar el significado de estas.

-Diario. Cada día, su estudiante tendrá un tema sobre el que tendrá que escribir. Animamos a su estudiante a escribir en el idioma que desee (o una combinación de idiomas), incluso pudiendo usar dibujos. Esperamos que estos temas de escritura sean puntos de conversación entre su estudiante y su amigo.

- El paquete de esta semana se centra en la repostería y la cocina durante la primavera. La primavera es una época en la que se celebran muchas festividades, por ejemplo, el Ramadán, la Pascua, el Holi y muchas más. Le animamos a que si puede trabaje con su estudiante e intente cocinar algo en casa. Las actividades que se incluyen se han adaptado para que su estudiante cocine con usted, dibuje sus experiencias cocinando y, además, escriba sobre ellas. Recuerde, que el paquete es una herramienta para aprender divirtiéndose y no para que el estudiante se frustre. Esperamos que el paquete le proporcione una buena oportunidad para que la familia se reúna.

Esperamos que estas actividades contribuyan al aprendizaje de su hijo/a mientras no pueda asistir a la escuela. Además, esperamos que le proporcionen a su hijo/a oportunidades de juego productivo. Si tiene alguna duda, pregunta o inquietud acerca de estos paquetes, no dude en comunicarse con nuestro proyecto enviando un email a [email protected] o llamando al departamento de Teaching, Learning, and Teacher Education al 402-472-2231. Atentamente, Kara Mitchell Viesca, PhD Associate Professor of Language Education University of Nebraska Lincoln Teaching, Learning and Teacher Education PI: International Consortium for Multilingual Excellence in Education



2020年4月22日亲爱的家长或监护人：在新冠全球性大流行期间，我们创建了一些学习资料，希望对您的学生开展学习有所帮助。本活动包的

设计充分考虑了您的学生，并与他们所处年级课程内容保持一致。此活动包中的每项活动都将帮助他们

继续学习，并继续发展他们的多种语言能力。我们鼓励您与学生谈论他们在做什么，并让他们向您询问

他们正在接触的主题。活动包里的资料是用英语写的，但是我们鼓励您和您的学生用您想要用的任何语

言一起说和思考。我们强烈建议您使用最适合与您的学生一起使用的语言，因为用他们所知道的所有语言辅助他们学习是非常有效的，对学习英语也是如此！因此，请鼓励您的学生用他们希望使用的任何语

言完成活动包中的各项活动。我们知道，许多家庭现在正承受着巨大的压力和不确定性，因此我们鼓励您根据最适合自己的方式扮演

您想与学生一起扮演的活动包中的角色。我们建议阅读以下有关活动包及其活动的信息，然后与您的学

生讨论如何使用活动包以及如何让他们从这个过程中获益。我们相信，通过您的介绍，您的学生可以自

己独立完成很多（即使不是全部）活动包中的任务。但是，如果您（或者兄弟姐妹或其他家庭成员）可

以与您的学生更加紧密地合作完成，我们也鼓励您这样做。望悉知，这并不是要在这个紧张的时期给您

的家庭增加压力和工作。我们希望这份活动包能成为有用的资源，以便您的学生可以在家中继续学习重

要的东西。同时，我们努力让这一系列的活动包变得有趣。我们希望您的学生会喜欢这些活动包，并觉得他们在做

富有成效的游戏。我们整合了符合所有年级各科目标准的活动：英语语言艺术，数学，社会研究，科学

，体育和艺术。并且，我们精心编写了所有的活动，因此，即便是英语熟练程度有所欠缺的学生们也能

够享受这些活动包并在没有太多挑战的情况下取得成功。在此活动包中，我们囊括了以下活动：

• 建立好友。这是活动包中的第一个活动，旨在帮助您的学生找到可以谈论分享他们在活动包中所完成的活动的对象。我们为您的学生提供了可以选择的潜在“伙伴”图像。我们建议他们选择一个伙伴，并根据需要向该伙伴添加功能和上色。他们还可以为伙伴取名。在这一系列活动中，您的

学生将被告知他们需要与伙伴交谈，甚至向伙伴提问。这个伙伴使您的学生可以独立完成任务，

所以无需花费您的时间和精力就可以很好地使用活动包。但如果允许的话，我们也鼓励您的学生

与您或其他家庭成员交流。此外，您的学生可以选择一个毛绒动物，玩偶或其他东西作为伙伴。

他们不必使用我们提供的任何一个伙伴。但是，他们应当为每次使用活动包时指定一位伙伴（我

们提供一个伙伴，您的家人/家中的某人，或者他们已经有的洋娃娃等）。他们可能需要您的帮助来理解这一点。



• 字典。我们希望您的学生每天都能与他们感兴趣的单词互动，并希望对其进行记录。活动包最后的几页可供您的学生创造并保存自己的字典。我们鼓励学生使用这些页面来查找自己喜欢或感兴趣的单词。我们还鼓励学生使用他们想要的任何语言以及图片来帮助他们记住单词的含义。

• 日志。每天，学生根据简短的一段提示，他们可以做出回应。应当鼓励学生用他们最喜欢的最倾向使用任何一种语言（或多种语言的组合）进行日志写作。他们还可以根据需要使用图片。我们

希望这些日志提示也将成为您的学生与伙伴对话的要点。

• 在这周的活动包中，我们专注于春季烹饪和烘焙。春天的时候有许多节日和庆祝活动，如斋月，复活节，洒红节等等。我们鼓励您与学生合作，并尝试一些家庭烹饪。活动包中的活动为学生提供了与您一起烹饪的空间，画了一张有关烹饪经历的画并写下该经历。请记住，这个活动包是作为趣味学习的工具，并不想为您徒增烦恼。我们希望此活动包能为您和家人聚在一起创造机会。

我们希望这些活动可以在您的孩子目前无法上学的情况下提升他们的学习能力。我们也希望这些活动包

能给您的孩子创造寓教于乐的机会。如果您对这些活动包有任何疑问或疑虑，请随时通过此邮箱

[email protected]或致电402-472-2231与内布拉斯加林肯大学的教学、学习和教师教育系取得联系。

Sincerely, Kara Mitchell Viesca, PhD Associate Professor of Language Education University of Nebraska Lincoln Teaching, Learning and Teacher Education PI: International Consortium for Multilingual Excellence in Education



2020,29

،ءازعألا ةبلطلا ءایصوأو تاھمأ ،ءابآ ةداسلا

.)ا( ھل ةدیفم نوكت نأ لمأنو اھعم لعافتی يك كبلاطل ةیمیلعتلا داوملا ضعب انأشنأدق ،يملاعلا ءابولا اذھ لالخ فصلا ىوتسم ىلع هاوتحم عم ىشامتت يھو رابتعالا يف بلاطلا عضو عم هذھ طاشنلا ةمزح میمصت مت ةیددعتلا ةیمنت يف رارمتسالا كلذكو مھتسارد ةلصاوم ىلع مھدعاسیس ةمزحلا هذھ يف طاشن لك .يساردلا كیلع ةلئسأ حرطب بلاطلل حامسلاو ھب نوموقیی ام لوح كبلاط ىلإ ثدحتلا ىلع كعجشن .ةیوغللا

ثدحتلا ىلع كبلاطو تنأ كعجشن اننكلو ةیزیلجنإلا ةغللاب ةمزحلا هذھ .اھعم نولعافتی يتلا عیضاوملالوح عم اھمادختسا يف ربكأ ةحارب رعشت يتلا ةغللا مادختسا ىلع ةدشب كعجشن نحن .انوراتخت ةغل يأب اعم ریكفتلاو ىجری ،اذل !ةیزیلجنإلا يف ىتح-اریثك مھدعاسیس اھنوفرعی يتلا تاغللا عیمجببالطلا مھملعت معد نأل كبلاط .اھب نوبغری ةغل يأب ةمزحلا يف يتلا تابجاولاب مایقلا ىلع بلاطلا عیجشت بعل ىلع كعجشن كلذل ، يلاحلا تقولا يف ضومغلا و رتوتلا نم ریثكلا عم لماعتت تالئاعلا نأ ملعن نحن هاندأ تامولعملا ةءارقب يصون .كتعاطتسا ردقب ةصاخلا ةطشنألا ةمزحعمو بلاطلا عم ھیف بغرت يذلا رودلا

.اھیف امدق يضمی موقی فیكو اھعم بلاطلا لماعتیس فیك ةشقانم مث اھیف ةطشنألاو ةمزحلا لوح تنك اذإ ،كلذ مغر .ھسفنب ،لكلا لقن مل نإ،ریثكلا زجنی نأ كبلاطل نكمی ھنأ ،ةمدقملا هذھ لالخ نم ھنأ دقتعن .اضیأ كلذ عجشن اننإف )ةلئاعلا نم رخآ درف وأ ةوخإلا دحأ كانھ ناك وأ( بلاطلا عم برقأ لكشب لمعللدجاوتم تقولا اذھ لالخ مكتلئاع ىلع لمعلاو داھجإلا نم دیزم ةفاظإ وھ سیل اذھ نم دوصقملانأ اوملعت نأ وجرملا يف ھثوكم ءانثأ ةمھم ءایشأ ملعت ةلصاوم نم بلاطلا نكمتی ىتح ادیفم اردصم اذھ نوكی نأ لمأن لب .بیصعلا .لزنملا

ھنأ رعشیو ةمزحلا هذھب كبلاط عتمتسی نأ لمأن .ةعتممو مامتھإلل ةریثم ةیمیلعتلا ةمزحلا لعج اضیأ انلواح ةیزیلجنإلا ةغللا نونف :ةیساردلا تایوتسملا ىوتحم رییاعم عیمج نم ةطشنأ جمدب انمق .جتنم و دیفم بعلب موقی ةطشنألاو تامزحلا هذھ دادعاب انمق دقو .نونفلاو ةیندبلا ةیبرتلا مولعلا ،ةیعامتجالا تاساردلاو تایضایرلاو عاتمتسإلا ىلع نیرداق اونوكی نأ نم اضیأ ةیزیلجنإلا ةغللا يف ئدتبملا ىوتسملا يوذ بالطلا نییكمت ضرغل .يدحتلا وأ ةقشملا نم ریثكلا نود حاجنب اھوزجنی نأو تامزحلاب :ةیلاتلا ةطشنألا جاردإب انمق ، ةمزحلا هذھ يف

ام صخش داجیإ يف بلاطلا ةدعاسم ىلإ فدھیو ةمزحلا يف لوألا طاشنلا وھ اذھ .قیدص ءاشنإ • "ءاقدصأ" ـل روص ةفاظإب انمق ضرغلا اذھل .ةمزحلا يف ھب نوموقیس يذلا لمعلا نع ھعم ثدحتلل



ناولأو حمالم ةفاضإو إ قیدص رایتخا مھیلع حرتقن .مھنیب نم رایتخالا )ة(بلاطلل نكمی نییضارتفإ ةطشنأ لالخ .يضارتفالا قیدصلا اذھ ةیمست اضیأ مھیلع بجیامك .نودیری امفیك قیدصلا ىلإ اذھرود نمكی .)ا( ھیلع ةلئسأ حرط ىتح وأ قیدصلا اذھ ىلإ ثدحتلا بلاطلا نم بلطیس ةمزحلا زجنی يك كتدعاسموكتقو ىلإ ةجاحلا نود لقتسم لكشب لمعلا نم بلاطلا نكمیس ھنا يف قیدصلا امدنع نیرخآلا ةلئاعلا دارفأ عم وأ كعم ثدحتلا ىلع كبلاط اضیأ عجشن اننكلو .حاجنب ةمزحلا رخآ ءيش يأ وأ ةیمد وأ ةوشحم ةبعل رایتخا اضیأ كبلاطل نكمی ، كلذ ىلع ةوالع .نیحاتم نونوكی نكل .يرایتخا ةمزحلا هذھ يف مھمدقن نیذلا نییضارتفالا ءاقدصألا دحأ مادختساىقبی و مھل قیدصك قیدصلا اذھصخش نوكی دق( ةمزحلا ىلع نولمعی ةرم لك يف مھل )ة(قیدص رایتخاب وموقی نأ بجی هذھ مھف يف مكتدعاسم ىلإ نوجاتحی دقو .كلذ ىلإ امو مھیدل تناك ةیمد وأ ، كلزنم/كتلئاع نم درف .ةوطخلا

.اھتعباتم نودیریو مامتھالل ةریثم اھدجی يتلا تاملكلا عم بلاطلا لعافتی نأ لمأن موی لك .سوماقلا •

ىلع بالطلا عجشن .صاخلا مھسوماق يف اھب ظفتحی يك بلاطلل تاحفص دجوت ةمزحلا ةیاھن يف بالطلا عجشن امك .مامتھالل ةریثم اھنودجی وأ اھنوبحی يتلا تاملكلا ةعباتمل تاحفصلا هذھ مادختسا

.تاملكلایناعم ركذت ىلع مھتدعاسمل روصلا ا مادختسا ىلإ ةفاضإلاب اھنوراتخی ةغل يأ مادختسا ىلع

بالطلا عیجشت بجی .ھیلع درلا مھنكمی ریصق ھجوم بالطلا ىدل نوكیس موی لك :ةیمویلا ةركذملا • اضیأ مھنكمی .مھیلإ الیم رثكأ اھنأب نورعشی يتلا( تاغللا نم ةعومجم وأ )ةغل يأب ةباتكلا ىلع كبلاطل ةثداحم صرف هذھ ةیمویلا ةركذملا تابلاطم نوكت نأ لمأن .ءاضتقالا بسح روصلا مادختسا .)ة(دیدجلا )ة(قیدصلا عم

يذلا تقولا وھ عیبرلا لصف .زبخلاو عیبرلا لصف يف خبطلا ىلع زكرنس عوبسألا اذھ ةمزح يف •

نحن .ریثكلا اھریغو يلوھو حصفلا دیعو ناضمر لثم تالافتحالاو دایعألا نم دیدعلا ھیف دجوی حیتت ةطشنألا هذھ .يلزنملا خبطلا نم ضعب ةبرجت كناكمإب ناك اذإ كبالط عم لاغتشالا ىلع كعجشن نأ ركذت .ةبرجتلا هذھ نع ةباتكلا كلذكو يھطلا ةبرجت نع ةروص مسرو كعم يھطلل بالطلل ةحاسم عجتل ةصرفلا ةمزحلا هذھ كحنمت نأ لمأن .طابحإلل سیلو عتمملا ملعتلل ةادأك ةصصخم ةمزحلا هذھ .اعم كتلئاع لك

نا اضیأ لمأن .ةسردملا ىلإ اھیف باھذلا ھنكمی ال يتلا فورظلا هذھ يف كلفط ملعت ةطشنألا هذھ ززعت نأ لمأن الف ةیملعتلا تامزحلا هذھ لوح تاراسفتسا وأ ةلئسأ يأ كیدل ناك اذإ .جتنملا بعلل اصرفمكلفط اوحنمت



"نیملعملا میلعتو ملعتلاو سیردتلا" ةبعشب لاصتالا وأ [email protected]ىلع انعورشمب لاصتالا يف اوددرتت 2231-472-402 مقرلا اذھ ىلع

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تایحتلا صلاخ عم Kara Mitchell Viesca, PhD Associate Professor of Language Education University of Nebraska Lincoln Teaching, Learning and Teacher Education PI: International Consortium for Multilingual Excellence in Education

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ICMEE Rapid Response Packet Icons




Instructions Key •Share with someone else •Comparte con alguien más • رخآ صخش عم اھتكراشم •La wadaag qof •Chia sẻ với ai đó

•Make a connection •Hacer una conexión • لاصتا ءارجإ •Xiriir samee •Tạo kết nối

•Read •Lee • أرقا •Akhriso •Đọc

•Write •Escribe • بتكا •Qor •Viết

•Sort •Ordena • بتر •Kala sooc •lư a chon

•Move your body •Mueve tu cuerpo • كمسج كرح •Dhaqdhaqaaqa jirkaaga • Di chuyển cơ thể của bạn

•Cut •Corta • ةقرولا صق •Waraaqda jar •Cắt giấy

•Read out loud •Lee en voz alta • لاع توصب ةءارق •Kor u aqri •Đọc to

•Share with your Buddy •Comparte con tu Buddy • كقیدص عم كراش •La wadaag asxaabtaada •Chia sẻ với bạn bè của bạn

•Count •Cuenta • دعلا •Tiri •đem

•Draw •Dibuja • مسر •Sawir •Vẽ tranh

•Find •Encuentra • دجو •Soo hel •Tìm thấy

•Color •Colorea • نول •Midab gudaha •la m cho hoa my

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My Buddy 1.

2. 3.

4.

Cut out and color your Buddy and

give it a name! Cut out and

color the accessories

Have fun with your Buddy!

Dress them up, play with them, and even

talk with them!

Choose a Buddy

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Day 1

- Math Repeated Addition/ Array Activity

- Glossary - Vocabulary Game

- Plate Activity - Recipe

- Journal Page

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°ŎĉŜê˘ŜĆê˘˘ŎêŋêÃŜêæ˘ÃææĉŜĉĬĦ˘êōšÃŜĉĬĦ˘ÃĦæ˘ŔĬğŷêʧ˘

ʎʺ

ʏʺ

ʏ˘˸˘ʏ˘˸˘ʏ˘˸˘˼˘ʓ

˘˸˘˘˘˘˘˸˘˘˘˘˘˘˸˘˘˘˘˘˼˘˘

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°ŎĉŜê˘ŜĆê˘˘ŎêŋêÃŜêæ˘ÃææĉŜĉĬĦ˘êōšÃŜĉĬĦ˘ÃĦæ˘ŔĬğŷêʧ˘

ʐʺ

ʑʺ

˘˘

˘˸˘˘˘˘˘˸˘˘˘˘˘˸˘˘˘˘˘˼˘˘

˘˸˘˘˘˘˘˸˘˘˘˘˘˸˘˘˘˘˘˘˸˘˘˘˘˘˘˸˘˘˘˘˘˘˼˘˘

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Picture Dictionary-Baking

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Picture Dictionary-NutritionFruits Vegetables Dairy

orange broccoli milk

strawberry carrot yogurt

watermelon peas cheese

Grains Proteins

bread chicken

cereal egg

pasta fish

rice nuts

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ingredients butter milk

sugar eggs oil

kitchen mixer oven

fork knife spoon

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Measuring spoon

Can opener

Oven mitt

Measuring cup

spatula Frying pan

Baking pan Mixing bowl

Cake pan

Rolling pin recipe

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Nutrition● My plate can help make healthy choices.● It is important to have a balanced diet. ● My plate shows the major food groups and how much

to eat at each meal.

ChooseMyPlate.gov

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Draw a picture in the plate of some of your favorite fruits, vegetables, proteins, grains and dairy?

Write about it in your journal.

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Recipe: Write down the ingredients and instructions for a springtime family recipe

below:

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Write about your favorite food in each food group from My Plate.

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My favorite fruit is ______________.My favorite vegetable is ________.My favorite grain is _____________.My favorite protein is ____________My favorite dairy is ______________.

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Day 2 - Math Arrays

- Go Fish - Food Sort

- Recipe Story - Journal

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˘°ŎĉŜê˘ŜĆê˘ĥšğŜĉŋğĉàÃŜĉĬĦ˘ŋŎĬßğêĥ˘ÿĬŎ˘ŜĆê˘

ÃŎŎÃžʧ˘ʎʺ

ʏʺ

ʏ˘˘˘˘Ž˘˘˘ʐ˘˘˘˼˘˘˘ʓ

˘˘˘˘˘Ž˘˘˘˘˘˘˘˼˘˘˘

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°ŎĉŜê˘ŜĆê˘ĥšğŜĉŋğĉàÃŜĉĬĦ˘ŋŎĬßğêĥ˘ÿĬŎ˘ŜĆê˘ÃŎŎÃžʧ˘

ʐʺ

ʑʺ

˘˘˘˘˘Ž˘˘˘˘˘˘˘˼˘˘˘˘

˘˘˘˘˘Ž˘˘˘˘˘˘˘˼˘˘˘

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Snack Time

Cecelia would like to make a snack. She has the following ingredients. Sort out the ingredients in the following table.

Fruit Vegetable Dairy Grain Protein

Does she have some healthy choices? Write about it in your journal.

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Write down or create a story based on the recipe. How long has it been in the family? When would this recipe be cooked? What special memories

does the recipe bring to mind? Does your buddy enjoy this food?

Recipe Story:

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Look at the table of ingredients you just made Does Cecelia have some healthy choices? How do you know?

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Day 3

- Math Array Drawing - Exercise Your Brain

- Read Your Recipe to Your Buddy - Food Art Story

- Journal

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#ŎÃŸ˘ÃĦ˘ÃŎŎÃž˘ŜĬ˘ĥÃŜàĆ˘ŜĆê˘ŋŎĬßğêĥ

ʎʺ ʏ˘Ž˘ʒ˘˼˘ʎʍ

ʏʺ ʐ˘Ž˘ʓ˘˼˘ʎʕ

ʑʺ˘ʐ˘Ž˘ʑ˘˼˘ʎʏ

ʒʺ˘ʒ˘Ž˘ʏ˘˼˘ʎʍ

ʓʺ˘ʑ˘Ž˘ʕ˘˼˘ʐʏ

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Exercise Your Brain!

Cut out the brain cards.

Add them to the pile with rest of the vocabulary cards for the week. Make sure to mix them up.

Read one card at a time.

If you land on a brain card, you need to shout out the action on the card, “stretch your brain!” or “Kiss your brain!” or “Let’s dance!”

Do the action on the card before moving on to the next card in your deck.

Dance!

Do this until you are all our of cards!

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�ŜŎêŜàĆ˘

#ÃĦàêʬ˘

�ŜŎêŜàĆ˘

#ÃĦàêʬ˘

#ÃĦàêʬ˘

#ÃĦàêʬ�ŜŎêŜàĆ˘

�ŜŎêŜàĆ˘

�ŜŎêŜàĆ˘

�ŜŎêŜàĆ˘

VĉŔŔ˘žĬšŎ˘ßŎÃĉĦʬ




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Recipe Detail 1

Read your recipe story to a family member or your buddy. Write down and draw four reactions or details they had about

the story.

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Recipe Detail 2

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Cecelia goes for a walk.She stops to look at the spring flowers. She sees all the little bugs buzz by. They look so happy!That gives her an idea!

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She can make art that she can eat! Yum!It is healthy too!

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Can you find Cecelia’s snacks in the picture?

Tell your buddy… I see...

caterpillar snail butterfly moth bee

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Did you find all of Cecelia’s bugs? What do you think about making snacks like Cecelia? Is it a fun idea or not? Why?

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I think making snacks like Cecelia is not a good idea because…

I think making fun snacks like Cecelia is not fun because...

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Day 4

- Math Multiplication and Repeated Addition

- Drawing of Cooking Your Recipe - Make Bug Art

- Journal

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Solve the math problem.

1) 3 x 2 = 3 + 3 = 6

1) 4 x 5 = 4 + 4 + 4 + 4 + 4 = 20

1) 6 x 5 =

1) 7 x 5 =

1) 3 x 3 =

1) 2 x 5 =

1) 8 x 4 =

1) 5 x 7 =

1) 6 x 3 =

1) 10 x 2

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DRAW A PICTURE STORY FOR YOUR BUDDY OF HOW YOU HELPED COOK THE MEAL YOU MADE WITH YOUR FAMILY:

Beginning Middle

Middle End

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DRAW A PICTURE STORY FOR YOUR BUDDY OF HOW YOU HELPED COOK THE MEAL YOU MADE WITH YOUR FAMILY:

Beginning Middle

Middle End

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Try to make your own bug art that is also healthy to eat!

Step 1:

Find your ingredients.Get a variety of fruits, vegetables, proteins, grains and dairy.

Nuts, berries, tomatoes, cucumber , cereal are great choices.

Don’t forget something that can stick it all together like peanut butter or hummus!

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Try to make your own bug art that is also healthy to eat!Step 2: Decide what bug you want to make.

fly

ant

bee

caterpillarbutterfly

dragonfly

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Try to make your own bug art that is also healthy to eat!Step 3: Create.

Here are some tips:To make wings: use orange sections or cucumber or strawberry slices.

Head and body: grapes , cherry tomatoes, or blueberries

Snail shell: sliced cucumber

Body:scooped out cucumber or celery stalk and fill it with peanut butter or cream cheese.

Or use your own imagination and have fun!!!

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What bugs do you think would be fun to make out of food? Why?

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I think _______ would be fun to make because _________.

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Day 5 - Multiplication Chart

- Story Sequencing

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x 1 2 3 4 5 6 7 8 9

1 1 x 1 = 1 x 2 = 1 x 3 = 1 x 4 = 1 x 5 = 1 x 6 = 1 x 7 = 1 x 8 = 1 x 9 =

2 1 x 2 = 2 x 2 = 2 x 3 = 2 x 4 = 2 x 5 = 2 x 6 = 2 x 7 = 2 x 8 = 2 x 9 =

3 1 x 3 = 3 x 2 = 3 x 3 = 3 x 4 = 3 x 5 = 3 x 6 = 3 x 7 = 3 x 8 = 3 x 9 =

4 1 x 4 = 4 x 2 = 4 x 3 = 4 x 4 = 4 x 5 = 4 x 6 = 4 x 7 = 4 x 8 = 4 x 9 =

5 1 x 5 = 5 x 2 = 5 x 3 = 5 x 4 = 5 x 5 = 5 x 6 = 5 x 7 = 5 x 8 = 5 x 9 =

6 1 x 6 = 6 x 2 = 6 x 3 = 6 x 4 = 6 x 5 = 6 x 6 = 6 x 7 = 6 x 8 = 6 x 9 =

7 1 x 7 = 7 x 2 = 7 x 3 = 7 x 4 = 7 x 5 = 7 x 6 = 7 x 7 = 7 x 8 = 7 x 9 =

8 1 x 8 = 8 x 2 = 8 x 3 = 8 x 4 = 8 x 5 = 8 x 6 = 8 x 7 = 8 x 8 = 8 x 9 =

9 1 x 9 = 9 x 2 = 9 x 3 = 9 x 4 = 9 x 5 = 9 x 6 = 9 x 7 = 9 x 8 = 9 x 9 =

10 1 x 10 10 x 2 = 10 x 3 = 10 x 4= 10 x 5= 10 x 6= 10 x 7= 10 x 8= 10 x 9=

Complete the Multiplication Chart

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1

Last______________________________________________________________________________.

2 3

Directions: Some friends want to make spring cupcakes. Can you help them put the steps in order? Match the phrases with the pictures or write your own sentences if you would like.

4Then _____________________________________________________________________________.

Next _____________________________________________________________________________.

First______________________________________________________________________________.

Cut out the pictures and put them in the correct order in the boxes below numbered 1, 2, 3, 4.

clean up the messmix the ingredients

decorate the cupcakesput the cupcakes in the oven

Match the phrases with the pictures

Documents

2-3 Packet 2multiplication and division (e.g., if 3 x 4 = 12 then 12 ÷ 3 = 4). MA 2.1.2 Operations: Students will demonstrate the meaning of addition and subtraction with whole numbers